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ALEJANDRO CUZA-BLANCO Professor of Spanish and Linguistics

Purdue University School of Languages and Cultures 640 Oval Drive. Stanley Coulter Hall West Lafayette, IN. 47907 United States Email: acuza@purdue.edu Web: http://acuza.weebly.com EDUCATION 2008 Ph.D., Hispanic Linguistics. University of Toronto. Canada. 2001 M.A., Hispanic Linguistics. University of Ottawa. Canada. 1996 B.A. English Philology. Universidad de Oriente. Santiago de Cuba. Cuba. RESEARCH INTERESTS

Spanish Linguistics, Syntax-Semantics interface, Child Bilingualism, Heritage

Language Acquisition, Bilingualism, Spanish in the US, Cuban Spanish. ACADEMIC POSITIONS 2017-pres. Full Professor, Spanish and Linguistics School of Languages and Cultures Purdue University. West Lafayette, IN 2014-2017 Associate Professor, Spanish and Linguistics School of Languages and Cultures Purdue University. West Lafayette, IN 2008-2014 Assistant Professor, Spanish and Linguistics School of Languages and Cultures Purdue University. West Lafayette, IN 2007-2008 Assistant Professor, Spanish and Linguistics

Director of Basic Language Program University of Illinois at Chicago. Department of Spanish, French, Italian and Portuguese. Chicago, Il

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OTHER AFFILIATIONS

2008-pres. Department of Linguistics School of Interdisciplinary Studies. Purdue University Affiliated Faculty Member (2008-present) Department Chair (207-present)

2016-pres. Department of Spanish Philology, Modern and Classic University of Balearic Islands. Palma de Mallorca, Spain.

Research Associate OTHER ACADEMIC EMPLOYMENT and POSITIONS 2010-pres. Director, Second Language Acquisition and Bilingualism Research Lab Purdue University

https://cla.purdue.edu/academic/slc/SLARLAB/index.html 2016 Invited Professor (April-June) Department of Spanish Philology, Modern and Classic University of Balearic Islands. Palma de Mallorca, Spain. 2005-2007 Spanish Instructor Brock University. Department of Modern Languages and Cultures.

St. Catharines, ON. Canada 2002-2007 Teaching Assistant Department of Spanish and Portuguese University of Toronto. Toronto, ON. Canada 2000-2001 Teaching Assistant Department of Modern Languages and Literatures University of Ottawa. Ottawa, ON. Canada ADMINISTRATIVE POSITIONS 2017-pres. Chair, Department of Linguistics. School of Interdisciplinary Studies 2017-pres. Director, Study Abroad Program in Palma de Mallorca 2016-2017 Chair, Linguistics Program Steering Committee 2014-2015 Resident Director of Wisconsin, Indiana and Purdue Program (WIP) in Madrid. Universidad Complutense de Madrid. 2013-2018 Graduate Advisor for Hispanic Linguistics

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2011-pres. Founder and Director, Aprendiendo a Leer Program 2011-pres. Director, Spanish Heritage Language Program 2008-2017 Director, Advanced Spanish Program 2008-2013 Faculty Advisor for Service Learning 2007-2008 Director, Spanish Basic Language Program. University of Illinois at Chicago. GRANTS and FELLOWSHIPS

Extramural Funding

2020 Agency: Social Science and Humanities Research Council (SSHRC). Insight Grants

Government of Canada. Title: The impact of phonetic variability on bilingual morphosyntax Role: Collaborator; PI: Laura Colantoni (University of Toronto); Co-PI: Ana Teresa Pérez-Leroux.

Amount: $179,979 CAN 2016 Agency: University of Balearic Islands, Spain. Office of Research Development Title: Morphosyntactic Development in Spanish-Catalan Simultaneous Bilingual Children. Role: PI Amount: 7,361.46 euros 2015-2019 Agency: National Institutes of Health (NIH)

Title: This is How We 'Role Role: Co-PI. PI: S. San Miguel. Co-PIs: W.D. Burgess, L. Carleton, K. Davies. Amount: $1.26 million 2005-2006 Agency: Social Science and Humanities Research Council of Canada (SHRC) Federal Government of Canada. Doctoral Fellowship Amount: $20,000 2003-2004 Agency: Ontario Graduate Scholarship (OGS). Government of Ontario Amount: $15,000 2002-2003 Agency: Government of Ontario Title: Ontario Graduate Scholarship (OGS) Amount: $15,000

Intramural Funding 2019 Agency: Purdue Research Foundation (PRF Grant). Purdue University

Title: The Acquisition of Spanish Direct Object Pronouns by Chinese-speaking Learners of Spanish Role: PI (Student Supported: Jian Jiao. PhD Student Spanish Linguistics) Amount: $25,000

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2018 Agency: Vice-President for Research and Partnerships. Purdue University Exploratory Research in the Social Sciences Grant

Title: The role of age of onset of bilingualism and input factors in the acquisition of Spanish as a heritage language in Spanish/English bilingual children of Mexican background Role: PI. Co-PIs: Liliana Sánchez (University of Illinois, Chicago) and Naomi Shin (University of New Mexico) Amount: $42,362

2018 Agency: Vice-President for Research and Partnerships. Purdue University Non-Laboratory Equipment Grant Amount: $4,598 2018 Agency: Study Abroad SAIL Grant. Purdue University Amount: $4,000 2018 Agency: College of Liberal Arts. ASPIRE Grant. College of Liberal Arts.

Purdue University Amount: $1,500 2018 Agency: College of Liberal Arts. ASPIRE Grant. College of Liberal Arts.

Purdue University Amount: $2,000 2016 Agency: Office of International Programs Study Abroad International Learning

Grant Amount: $15,000 2016 Agency: College of Liberal Arts. ASPIRE Grant. CLA Amount: $1,500 2013 Agency: College of Liberal Arts

Title: The development of bilingual grammars during childhood and its effects on Children’s Performance in the STEM School Curriculum.

Role: Co-PI. Amount: $2,000 2013-2014 Agency: Vice-President for Research and Partnerships. Purdue University Enhancing Research in the Humanities and the Arts Grant. Role: PI: A. Cuza; Co-PIs: D. Olson, L. Czerwionka, B. Brown, F. Roberts, E. Benedicto. Amount: $48,026.20 2012 Agency: PRF Summer Faculty Grant. College of Liberal Arts. Purdue University Amount: $8,000 2011 Agency: Service Learning Faculty Development Grantee. College of Liberal Arts Amount: $2,000 2011 Dammon Dean’s Scholars Mentor Amount: $250 2011 Instructional Equipment Allocation Grant. CLA

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2008 International Travel Grant Amount: $1,400 2008 Dammon Dean’s Scholars Mentor Amount: $500 2005 Milton A. Buchanan Travel Fellowship Department of Spanish and Portuguese. University of Toronto Amount: $2,500 AWARDS 2019 Outstanding Graduate Teacher Award $2,000 College of Liberal Arts 2018 Excellence in Graduate Mentoring Award School of Languages and Cultures 2017 Diversity Award. Indiana Extension Educators Association 2014-2019 University Faculty Scholar Award. Office of the Provost. $50,000

2013 Purdue University’s nominee for Lynton Award for the Scholarship of Engagement. The New England Resource Center for Higher Education.

University of Massachusetts. 2012 Clifford Kinley Trust Award $20,000

Office of the Vice President for Research PI: A. Cuza; Co-PIs: L. Miller; A. Pasquarella; Becky Xi Chen

2013 College of Liberal Arts’ nominee for Faculty Engagement Scholar Award Office of Engagement. 2013 Community Engagement Research Award. CLA $5,000 2015 Community Engagement Research Award. CLA $5,000 OTHER FUNDED PROJECTS Service-Learning Program Aprendiendo a Leer • Student Service-Learning Grant. Office of Engagement, Purdue University.

2012 ($1500, student supported: Lauren Miller); 2013 ($500, student supported Lauren Miller and $300, student supported); 2015 ($1500, student supported: Julio Lopez Otero); 2016 ($1300, student supported: Julio Lopez Otero and $1500 student supported); 2017 ($1300, student supported: Nancy Reyes, $450, student supported: and $1500 student supported: Eduardo Lustres); 2018 ($1150 student supported: Aida Garcia; $1500 student supported: Nancy Reyes, $1500 student supported: Jian Jiao); 2019 ($1,500 student supported: Nancy Reyes; $500 student supported: Laura Solano; $1500 student supported: Anamaria Molina).

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PUBLICATIONS Books

1. Cuza, A. & Guijarro-Fuentes, P. (2018). Language Acquisition and Contact in the Iberian Peninsula. Boston/Berlin: De Gruyter Mouton. https://www.degruyter.com/view/product/504815

2. Cuza, A. (2017). Cuban Spanish Dialectology: Variation, Contact and Change. Washington D.C: Georgetown University Press. http://press.georgetown.edu/book/languages/cuban-spanish-dialectology Reviewed in:

Journal of Linguistic Geography: https://www.dropbox.com/s/s81li7ynizm0c7z/Journal%20of%20Linguistic%20Geography.pdf?dl=0 Hispania: https://www.dropbox.com/s/aj3dwa0eldq0kgl/project_muse_728964.pdf?dl=0

3. Cuza, A. Czerwionka, L. & Olson, D. (2016). Inquires in Hispanic Linguistics: From Theory to Empirical Evidence. Amsterdam: John Benjamins. https://benjamins.com/catalog/ihll.12

Refereed Journal Articles

1. García, A., Cuza, A., Lustres, E. (accepted with revisions). The production and

comprehension of Spanish se in L2 and Heritage Spanish. 2. Lopez-Otero, Cuza, A. & Jiao, J. (accepted with revisions). The production and

interpretation of object clitics in Spanish among Portuguese-speaking heritage speakers. 3. Cuza, A., Reyes, N., Lustres, E. (forthcoming). Copulas ser and estar production in

child and adult heritage speakers of Spanish. Lingua. 4. Cuza, A., Miller, L., Pérez-Tattam, L., Ortiz-Vergara, M. (2018). Structure

complexity effects and vulnerable domains in child heritage Spanish: The case of the Spanish personal a. International Journal of Bilingualism, 1-25.

5. Cuza, A., Jiao J., & López-Otero, J.C. (2018). Does typological proximity matter? Evidence from Brazilian Portuguese and Mandarin speakers of Spanish. Languages, 3(2):13, 1-22.

6. Cuza, A., Miller, L., Pasquarella, A. & Xi-Chen. (2017). The role of literacy instruction in the development of Spanish as a heritage language during childhood. The Heritage Language Journal, 14(2), 100-123.

7. Czerwionka, L. & Cuza, A. (2017). A pragmatic analysis of L2 Spanish requests: Acquisition in three situational contexts during short-term study abroad. Intercultural Pragmatics, 14(3), 391-419.

8. Czerwionka, L. & Cuza, A. (2017). The L2 acquisition of Spanish service industry requests in an immersion context. Hispania, 100(2), 239-260.

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9. Cuza, A., & López-Otero, J.C. (2016). The acquisition of the semantic values of the Spanish present and progressive forms in heritage speakers and L2 learners. Spanish Journal of Applied Linguistics 29(2), 462-486.

10. Cuza, A. (2016). The status of interrogative subject-verb inversion in Spanish-English bilingual children. Lingua, 180, 124-138.

11. Cuza, A. & Pérez-Tattam, R. (2016). Grammatical gender selection and phrasal word order in child heritage Spanish: A feature reassembly approach. Bilingualism: Language and Cognition, 19, 50-68.

12. Cuza, A. & Frank, J. (2015). On the role of experience and age-related effects: Evidence from the Spanish CP. Second Language Research, 31, 3-28.

13. Cuza, A., Pérez-Leroux, A. T. & Sánchez, L. (2013). The role of semantic transfer in clitic-drop among simultaneous and sequential Chinese-Spanish bilinguals. Studies in Second Language Acquisition, 35(1), 93-125.

14. Cuza, A. (2013). Cross-linguistic influence at the syntax proper: interrogative subject-verb inversion in heritage Spanish. The International Journal of Bilingualism, 17(1), 71-96.

15. Cuza, A., Guijarro-Fuentes, P., Pires, A. & Rothman, J. (2013). The syntax-semantics of bare and definite plural subjects in the L2 Spanish of English natives. The International Journal of Bilingualism, 17(5), 632-652.

16. Cuza, A. & Frank, J. (2011). Transfer effects at the syntax-semantics interface: The case of double-que questions in heritage Spanish. The Heritage Language Journal, 8(2), 66-89.

17. Pérez-Leroux, A.T., Cuza, A. & Thomas, D. (2011). Clitic placement in Spanish/English bilingual children. Bilingualism: Language and Cognition, 14(2), 221-232.

18. Cuza, A. (2010). The L1 attrition of the Spanish present tense. Hispania, 93(2),256 272.

19. Cuza, A. (2010). The L2 acquisition of aspectual properties in Spanish. Canadian Journal of Linguistics, 55(2), 1001-1028.

20. Liceras, J., Mongeon, C., Cuza, A., Senn, C. & Spradlin, T. (2004). La adquisición en el aula sin input formal: los compuestos ‘exocéntricos’ de las interlenguas del español (Classroom acquisition without formal input: ‘exocentric’ compounds in the Spanish interlaguages). Revista Electrónica de didáctica del español como lengua extranjera (2004) 1-28. Ministerio de Educación, Cultura y Deporte. Madrid, España. http://www.mepsyd.es/redele/revista/liceras.shtml

Refereed Book Chapters

21. Cuza, A. & Guijarro-Fuentes, P. (2020). The production of ser and estar in Catalan/Spanish bilingual children. In Sandro Sessarego and Juan Colomina (eds.), Language Patterns in Spanish and Beyond: Structure, Context and Development. Routledge Studies in Hispanic and Lusophone Linguistics.

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22. Lustres, E., Cuza, A., García, A. (2020). The acquisition of obligatory and variable mood selection in epistemic predicates by L2 learners and heritage speakers of Spanish. In Pascual y Cabo & Idoia Elola (eds.), Current Theoretical and Applied Perspectives on Hispanic and Lusophone Linguistics (pp. 319-342). Amsterdam: John Benjamins.

23. Jiao, J., Cuza, A. & López-Otero, J.C. (2020). The acquisition of personal a among Chinese-speaking L2 Learners of Spanish: A case for syntactic complexity. In Pascual y Cabo & Idoia Elola (eds.), Current Theoretical and Applied Perspectives on Hispanic and Lusophone Linguistics (pp. 233-252). Amsterdam: John Benjamins.

24. López-Otero, J.C. & Cuza, A. (2020). The distribution and use of present and past progressive forms in Spanish-English and Spanish-Brazilian Portuguese bilinguals. In Luis Ortiz, Rosa Guzzardo Tamargo & Melvin González Rivera (eds.), Hispanic Contact Linguistics: Theoretical, Methodological and Empirical Perspectives (pp. 63-89). Amsterdam: John Benjamins.

25. Cuza, A. & Guijarro-Fuentes, P (2018). The distribution of Copulas Ser and Estar in Spanish/Catalan Bilinguals. In A. Cuza and P. Guijarro-Fuentes (eds.), Language Acquisition and Contact in the Iberian Peninsula (pp. 63-89). De Gruyter Mouton.

26. Guijarro-Fuentes, P. & Cuza, A. (2018). Introduction: Language contact and change in the Iberian Peninsula. In A. Cuza and P. Guijarro-Fuentes (eds.), Language Acquisition and Contact in the Iberian Peninsula (pp. 1-10). Boston/Berlin: De Gruyter Mouton.

27. Cuza, A. & Camacho, J. (2017). Pronominal subject expression with inanimate reference in heritage speakers of Cuban Spanish. In Alejandro Cuza (ed.), Cuban Spanish Dialectology: Variation, Contact and Change (pp. 229-245). Washington, D.C: Georgetown University Press.

28. Cuza, A. (2017). Introduction: New facets in Cuban Spanish research. In Alejandro Cuza (ed..), Cuban Spanish Dialectology: Variation, Contact and Change. Washington, D.C: Georgetown University Press.

29. Cuza, A., Miller, L. & Ortiz, M. (2016). On the production of differential object marking and wh-question formation in native and non-native Spanish. In Anahí Alba de la Fuente, Elena Valenzuela & Cristina Martínez-Sanz (eds.), Language Acquisition Beyond Parameters: Studies in honor of Juana Liceras (pp.187-209). Amsterdam: John Benjamins.

30. Colantoni, L., Cuza, A. & Mazzaro, N. (2016). Task-related effects in the prosody of Spanish heritage speakers and long-term immigrants. In Megan Armstrong, Nickolas Henriksen, & Maria del Mar Vanrell (eds.), Interdisciplinary Approaches to Intonational Grammar in Ibero-Romance Intonation (pp. 3-23). Amsterdam: John Benjamins.

31. Cuza, A., Czerwionka, L. & Olson, D. (2016). Introduction. In Alejandro Cuza, Lori Czerwionka and Daniel Olson (Eds.), Inquiries in Hispanic Linguistics: From Linguistic Theory to Empirical Evidence (pp. IX-XI). Amsterdam: John Benjamins.

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32. Cuza, A. & Miller, L. (2015). The protracted acquisition of past tense aspectual values in child heritage Spanish. In Rachel Klassen, Juana Liceras & Elena Valenzuela (eds.), Hispanic Linguistics at the Crossroad: Theoretical linguistics, language acquisition and language contact (pp. 211-230). Amsterdam: John Benjamins.

33. Cuza, A., Pérez-Tattam, R. Barajas, E., Miller, L. & Sadowski, C. (2013). The development of tense and aspect morphology in child and adult heritage Spanish: Implications for heritage language pedagogy. In John Schwieter (ed.), Innovative research and practices in second language acquisition and bilingualism (pp.193-220) Amsterdam: John Benjamins.

34. Pérez-Leroux, A.T., Cuza, A. & Thomas, D. (2011). From parental attitudes to input condition Spanish-English bilingual development in Toronto. In Kim Potowski & Jason Rothman (eds.), Bilingual Youth: Spanish in English-speaking Societies (pp. 49-176). Amsterdam: John Benjamins.

35. Pérez-Leroux, A. Cuza, A. Majlanova, M. & Sánchez-Naranjo, J. (2008). Non-native Recognition of the Iterative and Habitual Meanings of Spanish Preterite and Imperfect Tenses. In Juana Liceras, Helmut Zobl & Helen Goodluck (eds.), The Role of Formal Features in Second Language Acquisition (pp.432-451). Mahwah, NJ: Lawrence Erlbaum.

Refereed Conference Proceedings

36. Cuza, A., & Guijarro-Fuentes, P. (2017). Semantic Redistribution of Copula

Ser/Estar in Catalan/Spanish Bilingual Children and Adults. In Proceedings for 41st Boston University Conference in Language Development (BUCLD). Cascadilla Press.

37. Mazaro, N., Cuza, A. & Colantoni, L. (2016). Age effects and the Discrimination of consonantal and vocalic contrasts in heritage and native Spanish. In Tortora, C., M. den Dikken, I. Montoya, & T. O'Neill (eds.). (2015). Selected Proceedings from the 43rd Linguistic Symposium on Romance Languages (LSRL). John Benjamins.

38. Miller, L. & Cuza, A. (2013). On the status of tense and aspect morphology in child heritage Spanish: An analysis of accuracy levels. In Cabrelli Amaro, J., Judy, T. & Pascual y Cabo, D. (eds.), Proceedings of 12th Generative Approaches to Second Language Acquisition Conference (GASLA 2013) (pp.117-129). Somerville, MA: Cascadilla Proceedings Project.

39. Cuza, A. & Frank, J. (2010). The acquisition of double que questions in heritage and L2 Spanish. In Melinda Heijl (ed.), Proceedings of the 2010 Canadian Linguistics Association Annual Conference (CLA 2010) (pp. 1-13). Montreal, Quebec. May, 2010.

Book/article reviews and other publications 40. Cuza, A. (2015). Review of Bilingual Language Acquisition: Spanish and English in the

First Six Years by Carmen Silva-Corvalán. Hispania, 98, 2, 374-375.

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41. Cuza, A. & Pérez-Leroux, A. (2006). I came long time ago: Language attrition in long-time bilinguals. In Bilingual/Bicultural Family Network Magazine.

42. Cuza, A. (2006). Review of First Language Acquisition by Eve Clark. Journal Multilingual and Multicultural Development, 27, 2, 162-163.

43. Cuza, A. (2001). Review of “The Interaction of Instruction and Learner-Internal Factors in the Acquisition of L2 Morphosyntax” by Paul Toth. Boletín de la asociación para la enseñanza del español como lengua extranjera, 24, 96-97.

44. Cuza, A. (2000). Review of “Reading and Incidental Vocabulary Acquisition” by Paribakht, T. Sima & M. Wesche. In Boletín de la asociación para la enseñanza del español como lengua extranjera. 91-92.

Papers in progress and submitted

1. Jiao, J., Cuza, A., & Lopez-Otero, J. (submitted). Feature accessibility in L2 grammars: the case of personal a in Chinese-speaking L2 learners of Spanish.

2. Cuza, A. & Sánchez, L. (submitted). The Acquisition of Gender in Child and Adult Heritage Speakers of Spanish. In Dalila Ayoun (eds). The Acquisition of Gender. John Benjamins.

3. Cuza, A., Sánchez, L. & Shin, N. (in progress). Residual transfer effects and language exposure in the development of definite plural subjects in child heritage speakers of Spanish.

4. Jiao, J. & Cuza, A. (in progress). Clitic realization and agreement in the grammar of Chinese L2 learners of Spanish and child immigrants.

5. Cuza, A. (in progress). The role of study abroad in the acquisition of the Spanish copulas ser and estar.

6. Lustres, Cuza, A., García, A. (in progress). The acquisition of subjunctive mood selection in temporal and concessive clauses in heritage and L2 Spanish: Evidence from production and interpretation.

7. Cuza, A. (in progress). Does a short-term study abroad program really matter? Evidence from gender agreement in Spanish.

8. Cuza, A. (in progress). The expression and distribution of overt subjects in Spanish English bilingual children of Mexican background.

INTERDISCIPLINARY RESEARCH PROJECTS

• The bilingual acqusition of Spanish and Catalan during childhood (PI: Alejandro Cuza. Collaborator: Pedro Guijarro Fuentes).

• The role of age of onset of acquisition and input effects in the acquisition of Spanish as a heritage language (PI: A. Cuza; Collaborators: Naomi Shin, Liliana Sánchez)

• Case marking and generecity in Brazilian Portuguese/Spanish bilinguals (PI: Alejandro Cuza. Collaborators: Julio López-Otero and Jian Jiao)

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• The acquisition of null objects and genericity in Chinese L2 learners of Spanish (PI: Alejandro Cuza. Collaborators: Jian Jiao and Julio C. Lopez Otero).

• Gender Concord and copula use among Spanish-Catalan Bilingual Children. • This Is How We “Role”: Inspiring Future Researchers through Veterinary Medicine (as Co-

PI; Sandy San Miguel as PI). Funded by the National Institute of Health (NIH) (2.26 million).

• The Effects of Heritage Language Instruction on Children’s Academic Growth. (PI: Alejandro Cuza. Co-Pis: Becky Chen, Lauren Miller, Adrian Pasquarella. Funded research by Kinley Trust Foundation, Purdue University Office of Engagement, CLA Office of Engagment. Total funding: $28,500.

• Phonetic L1 Attrition of Heritage Spanish in Contact with English. (PIs: Laura Colantoni, Alejandro Cuza & Natalia Mazaro.

PLEANARY SPEAKER and INVITED TALKS

Plenary Speaker presentations

2020 The grammatical development of child heritage speakers of Spanish 2nd Sociolinguistic Colloquium. University of Caldas (Manizales, Colombia) May 4-8, 2020 (canceled due to COVID-19)

2019

La adquisición del español como lengua heredada durante la niñez: Consideraciones teóricas y practicas. VI Congreso Internacional de Lingüística Aplicada. Universidad de Costa Rica. San José, Costa Rica. Developmental asymmetries and feature reconfiguration in child heritage Spanish. 11thAnnual Graduate Student Conference of the Illinois Language and Linguistics Society (ILLS). University of Illinois at Urbana-Champaign. April 2019. http://ills.linguistics.illinois.edu/index.html

Invited Talks 2019

The acquisition of Spanish morphosyntax in child heritage speakers of Spanish. Department of Spanish and Portuguese. University of New Mexico (Albuquerque)

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2018 The Teaching of Heritage Languages: Theoretical and Pedagogical Issues. Invited Talk. Department of Romance Languages. University of Michigan. Ann Arbor. April 2, 2018. The Acquisition of Gender Agreement, Word Order and Ser/Estar Distribution in Spanish/English bilingual Children. Department of Romance Languages. University of Michigan. Ann Arbor. April 3, 2018.

2016

Gender Concord in Spanish-English-Bilingual Children. Guest lecture. Department of Spanish and Portuguese. University of Toronto, Canada. March 15, 2016. Teaching grammar from a communicative perspective in a formal context: Should we teach grammar or not?” Workshop for Teachers of Spanish as a Second Language. International Center for the Study of Spanish as a Second Language. University of Balearic Islands, Spain (Palma de Mallorca, Spain, May 6 2016).

2015

La adqusición del español como lengua de herencia: consideraciones teóricas y educacionales.” College of Education. Universidad de Islas Baleares (UIB). Mallorca, Spain. May 22, 2015. Experimental methods in heritage language bilingualism: the case of elicited and semi-spontaneous oral production.” Department of Spanish Language, Literature Theory and Comparative Literature. Faculty of Philology. Universidad Complutense de Madrid. Madrid, Spain, May 12, 2015. Research trends in the acquisition of Spanish as a heritage language during early childhood.” Department of English Philology. Universidad Complutense de Madrid. Madrid, Spain. March 16, 2015. Feature reconfiguration in child heritage speakers of Spanish.” Amsterdam Center for Language and Communication, Department of Dutch Linguistics. University of Amsterdam. Amsterdam, Netherlands. March 6, 2014. The issue of linguistic discrimination in study abroad programs.” Annual meeting for the Association of American University Programs in Spain (APUNE). February 27-29, 2015. Universidad of León. León, Spain. http://www.diariodevalladolid.es/noticias/castillayleon/universidades-espana-eeuu-analizan-seguridad-discriminaciones-afectan-estudiantes_13074.html

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2014

El desarrollo morfosintáctico del español como lengua de herencia durante la niñez: Consideraciones teóricas, metodológicas y educacionales.” Department of Spanish Language, Literature Theory and Comparative Literature. Faculty of Philology. Universidad Complutense de Madrid. November 27, 2014.

2013

The role of language activation, bilingual dominance and vocabulary instruction in child heritage Spanish.” Department of Spanish and Portuguese, Rutgers University. New Brunswick, NJ. October 2013. The bilingual acquisition of Spanish as a minority language during early childhood: from theory to practice.” Department of Languages, Emory and Henry College (Emory VA, September 2013). Research methods in child bilingual development: examining spontaneous production data.” Department of Applied Psychology and Human Development. Ontario Institute for Studies in Education. University of Toronto. Toronto, Canada. July 2013. Developmental asymmetries in child heritage Spanish: From generative theorizing to classroom instruction.” Department of Applied Psychology and Human Development. Ontario Institute for Studies in Education. University of Toronto. Toronto, Canada. June 2013. What is a publishable paper in linguistics? Tips from a professor.” IWorkshop organized by the Graduate Student Committee at the School of Languages and Cultures, Purdue University. March 25th, 2013.

2012

The “Aprendiendo a leer” Program. Bridging Bilingualism Research with Community Engagement.” Presentation to Acting President Tim Sands during his visit to CLA. November 1st, 2012.

Bilingual/Biliteracy education in the XXI century: How important our children’s minority language really is? Invited talk at the Afterschool Tutoring Program Professional Development Event (sponsored by Community Schools of Frankfort and Purdue Extension Office). September 5, 2012.

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The effects of minority language instruction on children’s educational development. Invited speaker presentation at the College of Liberal Arts Diversity Action Forum “Bridging Community to Education”. Purdue University, April 3, 2012. The effects of dual language instruction on children’s academic growth. Invited speaker presentation at the The Indiana Youth Institute, Youth Workers Café. Frankfort, Indiana. January 25th, 2012. The “Aprendiendo a leer” Program. Bridging Bilingualism Research with Community Engagement.” CLA Interdisciplinary Studies and Community Engagement Fair. October 3, 2012.

2011

A service learning approach to heritage language teaching and child bilingualism.” Presentation for executives and school officials from Delphi Community School Corporation. Delphi, Indiana. Nov. 2011. El desarrollo bilingüe en la edad infantil: estrategias y recomendaciones para padres hispanos (Bilingual development during school age: strategies and recommendations to Hispanic parents).” Invited speaker presentation for Hispanic parents and community members from Frankfort IN. Event sponsored by The Learning Network of Clinton County, Purdue Extension office and Head Start. Frankfort, IN. May 9. 2011.

The role of semantic transfer in clitic drop among Chinese L1-Spanish L2 bilinguals. ”School of Languages and Cultures Faculty Colloquium. Purdue University. March 1, 2011.

2010

Null objects in Chinese-speaking learners of Spanish.” Guest lecture. Graduate seminar Experimental Syntax (ENGL 627S / LING 629S) Purdue University (course taught by Prof. Elaine Francis).

2009 Input conditions and parental attitudes in the developing grammar of Spanish-

English bilingual children.” Invited speaker. School of Languages and Cultures Faculty Colloquium. Purdue University. February 2009.

2006

Cross-linguistic influence and L1 attrition in the grammar of long-term Spanish immigrants.” Guest lecture. Spanish Bilingualism (SPA 324H1) University of Toronto (course taught by Prof. Ana T Pérez-Leroux).

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REFEREED CONFERENCE PRESENTATIONS 2020

Cuza, A., Shin, N., Sanchez, L. The role of transfer and language exposure in the development of definite plural subjects in child heritage speakers of Spanish. Oral Presentation. 7th National Symposium on Spanish as a Heritage Language. University of New Mexico. February 2020

2018

Cuza, A., Reyes, N. & Lustres, E. (2018). The Development of Ser/Estar Distinctions in Child and Adult Heritage Speakers of Spanish. Oral presentation at the 2018 Hispanic Linguistic Symposium (HLS 2018). University of Texas at Austin. October 2018. Cuza, A., & Jiao, J. (2018). Crosslinguistic influence and age effects in clitic realization among Chinese/Spanish bilinguals. Oral presentation at the 2018 Hispanic Linguistic Symposium (HLS 2018). University of Texas at Austin. October 2018. Cuza, A. (2018): El uso de ser y estar en el español de América: ¿Reconfiguración semántica, atrición del lenguaje o cambio lingüístico? Oral presentation at II Jornadas Internacionales de Investigación Lingüística “José Joaquín Montes Giraldo”. Instituto Caro y Cuervo. July 2018. García, A., Lustres, E. & Cuza, A. (2018). The production and interpretation of Spanish clitic SE with anticausatives and reflexive psychological verbs. Oral presentation at the 2018 Linguistic Symposium on Romance Languages (LSRL 48). York University. Canada. April 25-28. Lustres, E., García, A & Cuza, A. (2018). The acquisition of subjunctive mood selection in temporal and concessive clauses in heritage and L2 Spanish: Evidence from production and interpretation. Poster presentation at the 2018 Linguistic Symposium on Romance Languages (LSRL 48). York University. Canada. April 25-28.

2017

Cuza, A., Reyes, N., Lustres, E. (2017). The acquisition of copular choice in child heritage speakers of Spanish. Oral presentation at the 2017 Hispanic Linguistics Symposium. Texas Tech University. October 26-28, 2017. Jiao, J., Cuza, A., López-Otero, J.C. (2017). The acquisition of personal a in Chinese-speaking L2 Learners of Spanish: A case for syntactic complexity. Oral presentation at the 2017 Hispanic Linguistics Symposium. Texas Tech University. October 26-28.

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Cuza, A., & Camacho, J. (2017). Inanimate reference expression in heritage and native speakers of Cuban Spanish. Oral presentation. 4th National Symposium on Spanish as a Heritage Language. Feb, 16-19. University of California at Irvine. Cuza, A., López-Otero, J. & Jiao, J. (2017). The acquisition of differential object marking in Spanish heritage speakers in Brazil. Oral presentation. 4th National Symposium on Spanish as a Heritage Language. Feb, 16-19. University of California at Irvine. López-Otero, J., & Cuza, A (2017). Present and past aspectual distribution: Progressive Forms in English and Brazilian Portuguese speaking heritage speakers of Spanish. Oral presentation. 4th National Symposium on Spanish as a Heritage Language. Feb, 16-19. University of California at Irvine.

2016

Cuza, A. & Guijarro-Fuentes, P. (2016). Copula distribution in the Catalan and Spanish grammars of child and adult bilinguals. Poster presentation at the Boston University Conference in Language Development (BUCLD 41). November 4-6, 2016. Czerwionka, L. & Cuza, A. (2016). The L2 acquisition of Spanish requests in an immersion context. Oral presentation at the International Conference of Pragmatics. Indiana University. November 9, 2016. Cuza, A. & Camacho, J. (2016). Heritage speakers do better than we think: Pronominal subject expression in Cuban heritage Spanish. Oral presentation at the Hispanic Linguistics Symposium. Georgetown University. October 7-9, 2016. Cuza, A. & López-Otero, J.C. & Jiao, J. (2016). Does typological similarity matter? Evidence from Differential Object Marking in Brazilian Portuguese/Spanish bilinguals. Oral presentation. Oral presentation at the 35th Second Language Research Forum (SLRF 16). Teachers College. Columbia University. September 22-25, 2016. López-Otero, J.C. & Cuza, A. (2016). On the aspectual values of the Spanish progressive and simple present in L2 learners and heritage speakers. Oral presentation at the Hispanic Linguistics Symposium. Georgetown University. October 7-9, 2016. López-Otero, J.C. & Cuza, A. (2016). Bilingualism effects at the syntax-semantics interface: Evidence from the Spanish present tense. Oral presentation at the Purdue Language Conference. Purdue University. March 3-5, 2016.

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Cuza, A. & López-Otero, J.C. (2016). The acquisition of the semantic values of the Spanish present in L2 and heritage Spanish. Oral presentation at the International Workshop in Hispanic Sociolinguistics (WSS8). Universidad de Puerto Rico at Río Piedras. April 2016. López-Otero, J.C. & Cuza, A. (2016). Bilingualism effects at the syntax-semantics interface: Evidence from the Spanish present tense. Oral presentation. Purdue Language Conference. Purdue University. March 3-5, 2016.

2015

Miller, L., Cuza, A. Pasquarella, A and Chen, Xi. (2015). Advantages of early pedagogical intervention in the acquisition of Spanish as a heritage language during childhood. Oral presentation. Second Language Research Forum. Georgia State University. October 29-31, 2015. Czwerwionka, L. & Cuza, A. (2015). The acquisition of L2 requests in Spanish during short-term study abroad. Oral presentation. Hispanic Linguistics Symposium. University of Illinois Urbana-Champaign. September 25-27, 2015. Mazzaro, N., Colantoni, L., Cuza, A. (2015). The role of age of onset of acquisition and length of exposure to English in the production of Spanish consonantal contrasts. Oral presentation. Hispanic Linguistics Symposium. University of Illinois Urbana-Champaign. September 25-27, 2015. Mazzaro, N., Colantoni, L., Cuza, A. (2015). The production of Spanish vowels by early and late Spanish-English bilinguals. Oral presentation. 6th International Conference on Experimental Linguistics. June 26-27, Athens, Greece.

2014

Cuza, A. Miller, L. & Pérez-Tattam, R. (2014). “Bilingual success above and beyond the dominance shift: Evidence from the Spanish personal –a in child and adult heritage Spanish.” Oral presentation. Linguistic Symposium on Romance Languages (LSRL43). University of Western Ontario. London, Ontario. May 2-4, 2014.

2013 Cuza, A. Miller, L. & Ortiz, M. (2013).“Developmental asymmetries in early child bilinguals: Evidence from differential object marking and aspectual distinctions in Spanish.” Oral presentation. Hispanic Linguistics Symposium, University of Ottawa (Ottawa, Canada, October 2013).

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Mazzaro, N., Cuza, A. & Colantoni, L. (2013). “Perception of consonantal and vocalic contrasts in heritage and native Spanish speakers.” Paper accepted for oral presentation at the Linguistic Symposium on Romance Languages (LSRL43). Hunter College (CUNY). New York, NY. April 17-19, 2013. Miller, L. & Cuza, A. (2013). “On the status of tense and aspect morphology in child heritage Spanish: An analysis of accuracy levels and areas of divergence across different age groups.” Poster presentation at 12th Generative Approaches to Second Language Acquisition Conference (GASLA 12). University of Florida, Florida. April, 2013.

2012

Cuza, A. & Pérez-Tattam, R. (2012). “Grammatical gender selection and phrasal word order in the grammar of Spanish/English bilingual children.” Oral presentation, Linguistic Symposium on Romance Languages (LSRL42). Southern Utah University, April 20-22, 2012.

Cuza, A. & Strik, N. (2012). “Patterns of morphosyntactic convergence and child L1 attrition: Evidence from subject-verb inversion in Spanish-English bilingual children”. Oral presentation, Linguistic Symposium on Romance Languages (LSRL42). Southern Utah University, April 20-22, 2012. Cuza, A. & Rocío Pérez-Tattam (2012). “Gender features selection and phrasal word order in simultaneous Spanish/English bilingual children”. Poster presentation, Hispanic Linguistic Symposium. University of Florida. October 25-28, 2012. Cuza, A., Pérez-Tattam, R. Barajas, E., Miller, L., & Sadowski, C (2012). “The Development of Aspectual Morphology in Child and Adult Heritage Spanish”. Oral presentation, Hispanic Linguistic Symposium. University of Florida. October 25-28, 2012.

Cuza, A & Strik, N. (2012). Interrogative Inversion in Spanish-English Bilingual

Children: Cross-linguistic Influence and L1 Attrition in Spanish. Conference on Formal Approaches to Heritage Language. Amherst MA, April 21-22.

2011

Cuza, A. & Barbosa, M. (2011). “Does structural overlap matter? Evidence from object drop in English-Brazilian Portuguese bilinguals.” 36th Boston University Conference on Language Development (BUCLD 36). November 4-6, 2011.

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Cuza, A & Frank, J. (2011). “Syntactic optionality in the near-native grammar of Spanish L2 learners and heritage speakers: Structural ambiguity and input factors.” Hispanic Linguistics Symposium. University of Georgia, Athens. October 2011.

Cuza, A. & Strik, N. (2011). “On interrogative inversion in early Spanish-English

bilingual children: Beyond incomplete development.” Language Acquisition Workshop. University of Toronto. July 14, 2011. Department of French Studies/Department of Linguistics.

Cuza, A. (2011). “Syntactic transfer in Spanish-English bilingual children: the case of

interrogative inversion.” 12th International Congress for the Study of Child Language. Université de Québec a Montreal. Montreal. Canada, July 2011.

Cuza, A., Pérez-Leroux, A.T., & Sánchez, L. (2011). “The role of semantic transfer in

clitic-drop among Chinese L1-Spanish L2 bilinguals.” Linguistic Symposium on Romance Languages (LSRL41). University of Ottawa. Canada. May, 2011.

Cuza, A., Pérez-Leroux, A.T., & Sánchez, L. (2011). “The role of semantic transfer in

clitic-drop among Chinese L1-Spanish L2 bilinguals.” 11th Generative Approaches to Second Language Acquisition Conference (GASLA 11). University of Washington, Seattle. March, 2011.

2010

Cuza, A. & Frank, J. (2010). “Que cuándo fue que fue: The development of double que questions in Spanish heritage speakers and L2 learners.” Hispanic Linguistic Symposium. Indiana University. October, 2010.

Cuza, A., Fukada A., Ginther A., (2010). “Online vs. offline oral testing: Theoretical

and practical implications for Spanish language programs.” Language Teaching in increasingly Multilingual Environments: From Research to Practice. University of Warsaw, Warsaw. Poland. September, 2010.

Cuza, A. & Frank, J (2010). “On the incomplete acquisition of the Spanish CP:

Evidence from doubly-filled comp structures.” Canadian Linguistic Association Conference. Concordia University. Montreal, Quebec, Canada. May 2010.

2009

Cuza, A. (2009). “Atrición morfosintáctica en el español nativo: opcionalidad fuera de las interfaces.” Hispanic Linguistic Symposium. University of Rio Piedras. San Juan, Puerto Rico. October, 2009.

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Cuza, A., Pérez-Leroux, A.T & Thomas D. (2009). “Attitudinal factors and syntactic transfer in the grammar of Spanish-English bilingual children.” 7th International Symposium on Bilingualism (ISB7). The Utrecht Institute of Linguistics OTS (UiL OTS) of Utrecht University. The Netherlands.

Pérez-Leroux, A.T., Thomas, D. & Cuza, A. (2009). “How transfer happens in narrow

syntax: A study of clitic placement in two groups of Spanish-speaking children in Toronto.” Workshop on Heritage Languages. University of Toronto. Canada.

Cuza, A. (2009). “On the L2 representation of the Spanish present tense.” 10th

Generative Approaches to Second Language Acquisition Conference (GASLA 10). University of Illinois at Urbana-Champaign. March 2009.

Cuza, A., (2009). “Incomplete acquisition and L1 attrition of subject verb inversion in

Spanish: optionality outside the interfaces.” Linguistic Symposium on Romance Linguistics (LSRL39). University of Arizona. March 2009.

Pérez-Leroux, A. T., D. Thomas and A. Cuza. 2009. Transfer in narrow syntax: Clitic

placement in Spanish/English bilingual children. Toronto Workshop on Heritage Languages. University of Toronto, May 2009.

2008

Cuza, A., Pérez-Leroux, A.T & Thomas, D. (2008). “Input conditions and parental attitudes in the developing grammar of Spanish/English bilingual children.” Hispanic Linguistic Symposium. Université de Laval. Quebec. Canada. October 2008.

Cuza, A., Guijarro-Fuentes, P., Judy, T. and Rothman, J. (2008). “Examining the DP in

Non-Native Spanish: Implications for Adult Feature Acquisition and Interface Vulnerability.” Linguistic Symposium of Romance Languages (LSRL38). University of Illinois Urbana-Champaign. April, 2008.

Guijarro-Fuentes, Cuza, A., Judy, T. and Rothman, J. (2008). “The acquisition of

adjectives in instructed Spanish: The role of individual characteristics.” Annual Conference, British Association of Applied Linguistics. Language Learning and Teaching SIG. University of Greenwich. UK. July 2008.

Cuza, A. & Thomas, D. (2008). “From parental attitudes to input conditions: A look at

Spanish-English bilingual development in Toronto.” Annual Conference, American Association of Applied Linguists (AAAL). Washington, DC.

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Cuza, A. Guijarro-Fuentes, A., Judy, T. and Rothman, J. (2008). “Adult Feature Acquisition, Interface Vulnerability and the DP in L2 Spanish.” 31st GLOW Colloquium: Generative Linguistics in the Old World. Newcastle University. UK. 2008.

2007

Cuza, A. (2007). “The L1 attrition of the semantic properties of the Spanish present tense.” 6th International Symposium on Bilingualism (ISB6). University of Hamburg. Hamburg, Germany.

2006 Cuza, A. (2006). “L2 indeterminacy and loss in the aspectual domain: a transfer

account.” The Hispanic Linguistic Symposium. The University of Western Ontario. Canada.

Cuza, A. (2006). “Lexical transfer and the acquisition of aspect among Spanish-

English bilinguals.” Language and Linguistics at UofT event. University of Toronto. Canada.

Cuza, A. (2006). “The L2 acquisition of aspectual properties in Spanish.” Ontario

Dialogues on the Acquisition of Spanish and Portuguese.” University of Toronto. Canada.

2005

Cuza, A. (2005). “The temporal properties of the Spanish present: L2 Influence and Non-native Recognition.” Annual Congress of the Social Sciences and Humanities. The University of Western Ontario. London. Ontario. Canada.

Cuza, A. (2005). “Non-Native recognition of the selectional values of the Spanish

present tense.” Ontario Dialogues on the Acquisition of Spanish and Portuguese. The University of Western Ontario. London, Ontario. Canada.

2004

Cuza, A. (2004) “The L2 acquisition and L1 attrition of tense and aspect among adult Spanish-English bilinguals.” 8th Hispanic Linguistics Symposium and the 7th Conference on the Acquisition of Spanish and Portuguese as First and Second Languages. University of Minnesota, Minneapolis.

2002

Cuza, A. (2002). “The verb movement parameter: L2 Acquisition and L1 loss.” Second Language Research Forum 2002 (SLRF). University Toronto, Toronto. Canada.

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Cuza, A. (2002). “Attrition and the compounding parameter: L1 Spanish in contact situation with English L2.” First International Conference on Language Attrition: Interdisciplinary Perspectives on Methodological Issues. Vrije Universitad. Amsterdam, Netherlands.

Cuza, A., Liceras, L., Spradlin, T & Tremblay, A. (2002). “La alternancia de código

(Ana me dijo that she would be here at three) en el lenguaje infantil y el lenguaje adulto: ¿qué nos dice sobre “ser o no ser” bilingüe?” Research Seminar. Dept. of Modern Languages. University of Ottawa. Ottawa, Canada.

Cuza, A. (2002). “Morphosyntactic attrition of NN compounds in Spanish.” 47th

Annual Conference of the International Linguistic Association. York University. Toronto, Canada.

2001

Liceras, L., Cuza, A., Senn, C. & Spradlin, T. (2001). “Morphology and directionality of ‘deverbals’ compounds in non-native Spanish: Problems of directionality or grammatical competence?” Annual Congress of the Social Sciences and Humanities. Université de Laval. Quebec, Canada.

TEACHING Courses Taught

o Graduate level • LING 563: First Language Acquisition • LING 598: Bilingualism • SPAN 562: The Structure of Spanish II: Spanish Morphosyntax • LC/LING 679: Bilingualism and Language Acquisition (Seminar) • LC/LING 679: Heritage Language Acquisition and Teaching (Seminar) • SPAN/LING 679: Topics on the Acquisition of Spanish Morphosyntax (Seminar) • LC 519: Foreign Language Teaching Methodology • LC 575: Theories in Second Language Acquisition • SPAN/LING 557: Generative Second Language Acquisition (Seminar). • SPAN 502: Research Foundations of Communicative Language Teaching. • LING/FRE698: Independent Reading in French Applied Linguistics • LING/SHS590: Independent Reading in First Language Acquisition. • LING 590: Independent Reading in Second Language Acquisition.

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o Undergraduate level • LC/LING 490: Bilingualism • SPAN 362: The Structure of Spanish II: Spanish Morphosyntax and Dialectology • SPAN 305: Spanish for Heritage Speakers I • SPAN 308: Spanish for Heritage Speakers II • SPAN 420: Advanced Spanish Grammar • SPAN 220: Intermediate Spanish • SPAN 320: Advanced Spanish • SPAN 100: Introductory Spanish • LC 499: Independent Research in Spanish Bilingualism • SPAN498: Independent Research in Spanish Bilingualism

SUPERVISION OF GRADUATE AND UNDERGRADUATE STUDENTS Chair, Ph.D. Advisory Committees (Major professor) (current students)

1. Ana M. Molina. Linguistics (in progress) 2. Hyeseung Jang. Hispanic Linguistics (in progress) 3. Jian Jiao. Hispanic Linguistics (in progress) 4. Nancy Reyes. Hispanic Linguistics (in progress) 5. Claudia Sadowski. Hispanic Linguistics (in progress). Co-advisor with JoAnn

Phillion, College of Education. Completed PhD students:

1. Antonio Martín Gómez: Ph.D. Hispanic Linguistics (2020). Age and input effects in the acquisition of clitic climbing constructions in heritage and second language Spanish.

2. Cézar A. Medeiros Ponti: Ph.D. Hispanic Linguistics (2017). The role of explicit and implicit instruction in the L2 acquisition of Differential Object Marking in Spanish.

3. Lauren Miller: Ph.D. Hispanic Linguistics (2016). The Acquisition of Bare Nominals by Three Populations of Spanish-English Bilingual Adults.

4. Lucía Fernández. PhD Bilingual Education, Biliteracy (2017). Universidad Complutense de Madrid. Co-Advisor with Dr. Auxiliadora Barrios Rodríguez.

Member, Ph.D. Advisory Committees:

Khadeejah Alaslani (2020), María Yakushkina (2019); Claudia Castillo (2016), Fernando Llanos (2016), César Gutiérrez (2016), Miguel A. Rincón (2014), La Reina Hingson (2014), Kristin Carlson (2014), Ager Gondra (2013), Muriel Gallego (2010), Wei Zhang (2010).

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External Member of Ph.D. Dissertations: • Sonja Mujcinovic (2020) (University of Valladolid). English subjects in the linguistic

production of L1 Spanish, L1 Bosnian and L1 Danish speakers: typological similarity and transfer (Presidente del Tribunal).

• Joshua Frank (2020) (University Texas at Austin). The Dissertation Committee for Joshua Frank Certifies that this is the approved version of the following Dissertation: An Experimental Approach to Recomplementation: Evidence from Monolingual and Bilingual Spanish.

• Julio Lopez-Otero (2020) (Rutgers University). The acquisition of the syntactic and morphological properties of Spanish imperatives in heritage and second language speakers.

• Laura de la Fuente González (2017) (Universitat Pompeu Fabra, Barcelona, Spain) • Joseph Agbenyegah (2016). The acquisition of L2 pronominal reference by Ewe speakers

of L2 Spanish. Unpublished Ph.D. dissertation. Rutgers University. • Silvia Pérez Cortés (2016). Rutgers University • David Giangasparo (2017). Rutgers University

Chair, MA Advisory Committees (Major Professor)

1. Laura Solano (2021). The acquisition of inalienable possession in child heritage speakers of Spanish (in progress)

2. Beatriz Franco (2021). Non-thesis. 3. Aida Garcia (2018). The Acquisition of Aspectual Properties in Reflexive Psych

Predicates and Physical Change of State Verb. Unpublished MA thesis. Purdue University.

4. Eduardo Lustres (2018). The Acquisition of Obligatory and Variable Subjunctive Mood Selection in Temporal and Concessive Clauses in Heritage and L2 Spanish. Unpublished MA thesis. Purdue University.

5. Nancy Reyes (2017). The acquisition of Ser/Estar distinctions in Spanish/English bilingual Children. Unpublished MA thesis. Purdue University.

6. Jian Jiao (2017): The acquisition of Spanish Differential Marking in Chinese-speaking L2 learners. Unpublished MA thesis. Purdue University.

7. Jorge García (2017) (non-thesis) 8. Julio César López Otero (2016). Bilingualism effects at the syntax-semantics interface:

Evidence from the Spanish Present Tense. Unpublished MA thesis. Purdue University. 9. Jorge Peña (2015) (non-thesis) 10. Kathryn Wadas (2014) (non-thesis) 11. Lauren Miller (2013). The acquisition of tense and aspect in heritage Spanish.

Unpublished MA thesis. Purdue University. 12. Mariluz Ortiz (2013). The bilingual acquisition of DOM in child and heritage Spanish.

Unpublished MA thesis. Purdue University. 13. Elizabeth Barajas (2012). The L2 acquisition of definite and bare plurals in Spanish-

speaking learners of English L2. Unpublished MA thesis. Purdue University.

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14. Arnold Gamboa (2012). The L2 acquisition of Spanish gender among English-speaking L2 learners. Unpublished MA thesis. Purdue University.

15. Joshua Frank (2011). The acquisition of double-que questions in heritage Spanish. Unpublished MA thesis. Purdue University.

16. Mara Barbosa (2011). Null objects in English L1/Portuguese L2 bilinguals. Unpublished MA thesis. Purdue University.

17. Laura Williams (2011) (non-thesis) 18. Melinda White (2011) (non-thesis) 19. Alejandra Vela (2011) (non-thesis) 20. Eva Gutiérrez (2011) (non-thesis) 21. Andy Noelle (2010) (non-thesis) 22. Cezar Medeiros (2010). Contextual guessing and dictionary use in the L2 acquisition of

vocabulary in Portuguese. Unpublished MA thesis. Purdue University.

Member, M.A. Advisory Committees Sydney Dickerson (2020); Taryn McDowell (2018); Rodrigo Aragón (2018); Bruno Staszkiewicz (2017); Alejandro Rodríguez de Jesus (2017, non-thesis); Xiao Yang (2014); Nan Zhang (2015); Maria Yakushkina (2014); Borja Ruíz de Arbulo (2010, non-thesis); Greer Trapkus (2009); Zully Pinilla (2010); Claudia Sadowski (2011); Elizabeth Rees (2009, non-thesis). Previous and Current Graduate Undergraduate Research Interns at the Second Language Acquisition and Bilingualism Research Lab https://cla.purdue.edu/academic/slc/SLARLAB/index.html

• Laura Solano (MA student, Spanish Linguistics). Lab Intern (2019-present) • Jacob King (Spanish and Linguistics Major). Lab Intern (2019-present) • Julio Lopez Otero (MA Student, Spanish Linguistics). Lab Intern (2014-present) **** • Jian Jiao (PhD Student, Spanish Linguistics). Lab Intern (2015-present) *** • Nancy Reyes (PhD Student, Spanish Linguistics). Lab Intern (2015-present) • Krista Renne Riegsecker (SLHS Major). Lab Intern (2019-2020) • Ana Maria Molina (PhD Student, Linguistics). Lab Intern (2018-2019) • Estuardo D. Rivera (Linguistics Major). Lab Intern (2017-2018) • Eduardo Lustres (MA student, Spanish Linguistics). Lab Intern (2015-2017)* • Aida García (MA student, Spanish Linguistics). Lab Intern (2015-2017)* • Lauren Miller (PhD Student, Spanish Linguistics. Lab Intern and Coordinator

(2011-2016) ****** • Mariluz Ortiz Vergara (MA Student, Spanish Linguistics). Lab Intern (2014-2016)*

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• Joshua Frank (Ma Student, Spanish Linguistics). Lab Intern (2010-2012)** • Gustavo López (Spanish and Political Science): University Honors Program

and CLA Honors Program (2012-2013). • Amber Hunnewel (Spanish and Psychology): CLA Honors Program (2012) • Sharon Smith (Spanish and Elementary Education). CLA Honors Program

(2012). (The asterisk refers to the number of published papers with the grad student intern) SERVICE TO THE DEPARTMENT, COLLEGE AND UNIVERSITY Department and School

• Department Chair, Department of Linguistics (2017-present) • Director, Purdue in Mallorca Summer Program (2017-present) • Director, Spanish Heritage Language Program (2010-present) • Director of Graduate Studies, Dept of Linguistics (2019-present) • Director, Language Acquisition and Bilingualism Research Lab • Organization of recruitment event for graduate programs in Spanish and Linguistics. University of Costa Rica. August 8, 2019. • Chair, Linguistic Program Task Force (Summer 2018) • Chair, Linguistics Steering Committee. School of Interdisciplinary Studies (2016-2017) • Instituted Speaker Series in Hispanic Linguistics (2016) • Director, Advanced Spanish Program (2008-2017) • Member of Search Committee for School of Languages and Cultures Headship (Fall 2012-Spring 2013). • Graduate Adviser for Hispanic Linguistics (Fall 2012-present) • Member, Search Committee for faculty member in Spanish Linguistics (Fall 2011) • Member, Graduate Committee, Linguistics (2009-present) • Member, Graduate Committee, Spanish and Portuguese Section (2009-present). • Chair, Study Abroad Program Committee (2010-present) • Faculty Adviser for Spanish Service Learning (2008-2014) • Faculty Adviser for Spanish Applied Linguistics (Fall 2008-2012) • Member, Linguistic Committee (2008-present) • Chair, FLEA-BAR Exam Committee (2008-present) • Faculty Coordinator for SPAN 362 (2008 to present)

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College and University • Fulbright Spanish language evaluator (Fall 2020) • Fulbright mock interviewer. Fulbright office. Purdue University (Fall 2019) • Responsible of evaluating and mapping language and content courses in Spanish

literature and linguistics for students participating in study abroad programs in Colombia (visited Universidad de los Andes, Universidad del Norte, Universidad EAFIT).

• Graduate Council Representative (Fall 2015-Spring 2016) • Member, P-12 Working Group. Office of the Vice President for Engagement (2013

present). • Chair, Diversity Action Committee, College of Liberal Arts (2013-2014) • CLA Community Engagement Advisory Board Member, CLA (2012-present)

member, Diversity Action Committee, College of Liberal Arts (2011-2013) • Teacher Education Program Convener. College of Education (2012-present) • Member, University Fulbright Committee (2011-2012 AY) • Senator, College of Liberal Arts (2011)

INTERNATIONAL PROGRAMS DEVELOPMENT AND DIRECTORSHIP

• Director, Purdue in Mallorca Summer Program (2016-present) • Instituted the Purdue in Mallorca Summer Program (2016) • Member, CLA International Program Working Group (2017-present) • Director, WIP/T Program. Wisconsin, Indiana, Purdue and Tulane Universities in Madrid. Universidad Complutense de Madrid. Madrid. Spain (2014-2015) • Director of Summer Abroad Program in Madrid (Summer 2014) • Director of Summer Abroad Program in Madrid (Summer 2012)

COMMUNITY SERVICE AND ENGAGEMENT ACTIVITIES

• Organization of Recruitment Event at Frankfort High School (Fall 2018) • Instituted the Aprendiendo a Leer Program (Learning to Read Program). Community

Partners: Wea Ridge Elementary School (Lafayette), Suncrest Elementary School (Frankfort) (2011-pres); Woodland Elementary (Lafayette) (2019-present).

• Service-Learning Faculty Development Grantee. Course: SPAN 398. Community Partners: Delphi Elementary and Wea Ridge Elementary (2011-2012)

• Faculty Advisor for Spanish Service-Learning Program (2008-2014.) SCHOLARLY AND PROFESSIONAL ACTIVITIES Editorial Board Memberships

• Second Language Research (SAGE)

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• International Journal of Spanish as a Heritage Language (IJSHL) • Dialogo de la lengua. Revista de investigación en lingüística y filología. http://www.dialogodelalengua.com

Reviewer for Journal Articles • Applied Psycholinguistics • Glossa: A Journal of General Linguistics • Language Learning • Language Acquisition: A Journal of Developmental Linguistics • Second Language Research. SAGE • Bilingualism: Language and Cognition. Cambridge University Press. • Hispania. John Hopkins University Press. • International Journal of the Linguistic Association of the Southwest • International Review of Applied Linguistics in Language Teaching (IRAL) • International Journal of Applied Linguistics • International Journal of Bilingualism • International Journal of Multilingualism • Bulletin of Hispanic Studies • Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics • Spanish in Context. John Benjamins. • Linguistics Approaches to Bilingualism. John Benjamins • Studies in Spanish and Lusophone Linguistics. • Heritage Language Journal. National Heritage Language Resource Center at UCLA. • Diaspora, Indigenous and Minority Education. • Dialogo de la lengua

Reviewer for Book Chapters

• Diego Pascual y Cabo & Julio Torres (eds): El español como lengua de herencia. Routledge.

• Silvina Montrul & Alexandru Mardale: The Acquisition of Differential Object Marking TiLAR series. John Benjamins.

• Anaa Gavarró (ed). Selected Proceedings for the 6 Romance Turn Conference. John Benjamins.

• Naomi Lapidus-Shin & Danny Erker (eds). Festschrift in Honor of Ricardo Otheguy.

• Pedro Guijarro-Fuentes, Maria Juan Garau, Maria Pilar (Eds). Selected Proceedings for the 6th Romance Turn Conference (RT6). Mouton de Gruyter.

• Dalila Ayoun (Ed.). The acquisition of tense and aspect. Amsterdam: John Benjamins.

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• Carmen Silva-Corvalán and Jeanine Treffers-Daller (eds.), Operationalizing and Measuring Language Dominance. Cambridge: Cambridge University Press.

• Tiffany Judy & Silvia-Perpiñán (eds.). The Acquisition of Spanish in Adult and Child Bilingualism Data from Understudied Language Pairings. Amsterdam: John Benjamins.

• Geeslin, K. (ed.), Handbook of Spanish Second Language Acquisition. Malden MA: Blackwell 2013.

• Beaudrie, S. and Carvaho, A. (eds.), Proceedings of the 6th International Workshop on Spanish Sociolinguistics. Somerville: Cascadilla Press 2012.

• Schwieter, J. (Ed.), Innovative research and practices in second language acquisition and bilingualism. Amsterdam: John Benjamins. 2013.

• Colantoni, L. and Rodriguez Louro, C. (eds.), Perspectivas teóricas y experimentales sobre el español de la Argentina. Madrid: Iberoamericana 2011.

• Rothman, J. and Acrisio Pires, A. (eds.), Minimalist Inquiries into Child and Adult Language Acquisition: Case Studies Across Portuguese. Berlin: Mouton de Gruyter 2008.

Reviewer for conference proceedings

• Linguistic Symposium on Romance Languages (University of Western Ontario 2014). John Benjamins.

• Hispanic Linguistic Symposium 2013 (University of Ottawa). Cascadilla Press. • Hispanic Linguistic Symposium 2012 (University of Florida). Cascadilla Press. • Hispanic Linguistic Symposium 2011 (University of Georgia). Cascadilla Press. • Hispanic Linguistic Symposium 2004 (University of W. Ontario). Cascadilla Press. • GURT 2008 (Georgetown). • Romance Turn 2008 (Southampton, UK)

External evaluator/expert/assessor

• Spanish Research Federal Agency. Ministry of Science and Innovation. Government of Spain (Agencia Estatal de Investigación. Secretaria del Area de Mente, Lenguaje y Pensamiento. Gobierno de España)

• National Science Foundation (NSF) proposal evaluator (x2, 2012, 2018) • Member, Dissertation Panel. NSF Linguistics Program. 2018 • Social Sciences and Humanities Research Council of Canada (SSHRC). Insight

Grant Program. 2013 • Teaching Incentive Grant Competition. College of Liberal Arts. Purdue. 2008.

Tenure and Promotion Review

• 3 promotion files to Full professor • 6 T/P files to Assistant Professor • 1 promotion file to Distinguished Lecturer • 1 promotion to Teaching Professor

C.V-September_2020

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Event and Conference organizing • Workshop co-organizer: Formal Approaches to the Acquisition of Minority Languages.

Generative Approaches to Language Acquisition Conference (GALA 2017). University of Balearic Islands. Spain. Sept. 7-9.

• Conference co-organizer and Chair, Hispanic Linguistic Symposium (Fall 2014). Purdue University.

• Organizer of Aprendiendo a Leer Program graduation ceremony and campus day (May 8, 2013).

• Organizer, SLC Mock Job Interview event (Spring 2013) • Organizer SLC Linguistic Workshop (Fall, 2010) • Member of organizing committee, Language Symposium. University of Illinois at

Chicago. 2008. • Member of organizing committee, 3rd Conference on Laboratory Approaches to

Spanish Phonology (LASP). University of Toronto. 2006 (Laura Colantoni and Jeff Steele, organizers).

• Member of organizing committee, Ontario Dialogues for the Acquisition of Spanish. University of Toronto. 2006.

• Member of organizing committee, 6th Generative Approaches to Second Language Acquisition Conference (GASLA 2002). University of Ottawa. 2002.

Other • Spanish and Portuguese Graduate Student Union Representative. University of

Toronto. 2002-2003. • Member of Executive Committee. Spanish and Portuguese Graduate Student

Association. University of Toronto. 2004.